Planned Happenstance Skills in Transition Planning for Students with Exceptionalities
Location
PARB 227 (Second Floor)
Proposal Track
Practice Report
Session Format
Presentation
Abstract
Youth who are transitioning from high school to post-school life will encounter a variety of life events (i.e., happenstances) that may be planned or unplanned, and that may positively or negatively influence their career development. However, existing research pertaining to youth with disabilities suggests they are less equipped to utilize happenstances in their career development. As a result, they are at a greater risk of encountering happenstances that have a negative influence on transition outcomes. This article aims to propose planned happenstance skills as a new career development framework based on Happenstance Learning Theory (HLT) that is designed to equip youth, with and without disabilities, to take advantage of happenstances. The framework emphasized the importance of incorporating planned happenstances skills in transition practices to prepare youth with disabilities for ever-changing trends and demands in the job market. A discussion of the challenges and benefits of implementing happenstances in transition practices is offered with the overall goal of improving transition practices to be more relevant to the career development process in the 21st century.
Keywords
Transition, Disabilities, Exceptionalities, Career Development
Professional Bio
Dr. Munandar is an Assistant Professor of Special Education at Kennesaw State University. She obtained her master's and Ph.D. degrees in Special Education at the University of Kansas (KU). While completing her master's degree, she worked as a career coach for college students with disabilities helping college students with their career development process. Her research interests include the career development process of youth and young adults with disabilities, transition practices to support jobseekers and employees with disabilities in integrated employment settings, and the role of stakeholders in improving transition outcomes.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Munandar, Vidya D., "Planned Happenstance Skills in Transition Planning for Students with Exceptionalities" (2022). Georgia Educational Research Association Conference. 25.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/25
Planned Happenstance Skills in Transition Planning for Students with Exceptionalities
PARB 227 (Second Floor)
Youth who are transitioning from high school to post-school life will encounter a variety of life events (i.e., happenstances) that may be planned or unplanned, and that may positively or negatively influence their career development. However, existing research pertaining to youth with disabilities suggests they are less equipped to utilize happenstances in their career development. As a result, they are at a greater risk of encountering happenstances that have a negative influence on transition outcomes. This article aims to propose planned happenstance skills as a new career development framework based on Happenstance Learning Theory (HLT) that is designed to equip youth, with and without disabilities, to take advantage of happenstances. The framework emphasized the importance of incorporating planned happenstances skills in transition practices to prepare youth with disabilities for ever-changing trends and demands in the job market. A discussion of the challenges and benefits of implementing happenstances in transition practices is offered with the overall goal of improving transition practices to be more relevant to the career development process in the 21st century.
